Literaturnachweis - Detailanzeige
| Autor/inn/en | Harris, Margaret L.; und weitere |
|---|---|
| Institution | Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. |
| Titel | An Analysis of Content and Task Dimensions of Social Studies Items Designed to Measure Level of Concept Attainment. [Report No.: TR 194 |
| Quelle | (1971), (44 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Measurement; Cognitive Processes; Concept Formation; Content Analysis; Educational Research; Elementary School Students; Evaluation; Factor Analysis; Intermediate Grades; Learning Processes; Measurement Techniques; Models; Performance Criteria; Social Studies; Statistical Analysis; Task Performance; Test Construction |
| Abstract | Content and task dimensions of social studies items were studied using factor analytic techniques. These items were developed to measure concept attainment using a completely crossed design with 30 concepts and 12 tasks. Conventional factor analyses were performed, separately for boys and girls, for concept scores and for task scores. Three-mode factor analyses were performed. The main conclusions drawn from the results of the conventional factor analyses are that all 30 of the concepts are measures of a single functional relationship existing among the concepts and that all 12 tasks are measures of a single underlying ability or latent trait. The three-mode results indicate that there are no important concept-task interactions for the idealized persons; thus it is reasonable to regard the concepts and the tasks as being two independent modes. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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